Abstract
One of the current issues in science education is the study and enhancement of education within culturally pluralistic societies. In 1991 the National Science Teachers Association announced a position statement on Multicultural Education which stated that science education should help students from diverse cultures learn science while developing career skills in engineering and technology. Effective science education requires that teachers know the learner culture, social setting, and ways of knowing. This is true for teachers of Taiwan aboriginal population as well. This study examines science education in aboriginal schools from the perspective of world views using the Tayal aboriginal village as an actual model. The discussion of the definition and nature of world view, the meaning of world view in science education, world view and science education reform for aboriginal schools in Taiwan are included. Based on aboriginal world view, it proposes educational strategies and reforms in science education intended to promote adaptation to modern life without disrupting traditional aboriginal culture.